Garden-Based Strategy in Teaching Senior High School Life Science

An effective teacher integrates numerous types of learning strategies based from the learning styles of the students. The researcher affirms that maximizing the available resources in school and strengthening the integration of Kolb’s experiential learning theory are necessary in helping the students to easily understand the concepts especially when students’ capacities and abilities are inclined more with skills rather than academics. This study determined the effectiveness of garden-based strategy in teaching senior high school Life Science and described the behaviors and attitudes of the students towards garden- based learning and developed garden-based learning activities. An experimental method was employed in conducting the study. The respondents were 60 Grade 11 Shielded Metal Arc Welding (SMAW) students of Tabangao Integrated School grouped as control and experimental using purposive sampling technique. Data sources included, pretest and posttest scores, class observation forms and survey questionnaire. Frequency, percentage, weighted mean, dependent t-test and Hake Factor test were the statistical tools applied. Findings revealed that the integration of garden-based strategy (GBS) increased the level of performance of the students from average to high level in all life science lessons. In addition, a significant difference was noted between the performances of both groups specifically in perpetuation of life and how plants survived lessons. Also, the average normalized gains of the experimental group recorded medium gains in all lessons while the control group indicated low gains in some lessons. As to (GBS) allowed the students to improve their science academic performances while enhancing the life-long learning skills and positively shaped the attitude of the 21st century students.

Keywords: bioenergetics, garden-based strategy, life science and science learning activities